Nursing students' and faculty members' experiences of online education during COVID-19 across Southeast Asia: A Photovoice study

Kunaviktikul, Wipada; Ang, Emily; Baridwan, Ns. Syamikar; Bernal, Alexandra Belle S; Dones, Luz Barbara P.; Flores, Jo Leah; Freedman-Doan, Rachel; Klunklin, Areewan; Lee, Wan Ling; Lin, Chia-Chin; Luk, Tzu Tsun; Nguyen, Anh T.H.; Nurumal, Mohd. Said; Setiawan, Agus; Soe, Sumaiyah Jamaluddin Thandar; Huy, Trần Quang; Tungpunkom, Patraporn; Wati, Ns. Dwi Nurviyandari Kusuma; Xu, Xinyi; Shorey, Shefaly

doi:10.1016/j.nedt.2022.105307

Cited by 24 publications

(50 citation statements)

References 28 publications

(73 reference statements)

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“…Studies were conducted in Singapore ( n = 11), Malaysia ( n = 7), Indonesia ( n = 2), the Philippines ( n = 1), and Thailand ( n = 1). One study [ 69 ] involved multiple countries. No study was conducted in other countries (i.e., Brunei, Cambodia, East Timor, Laos, and Myanmar).…”

Section: Resultsmentioning

confidence: 99%

“…Theme 2: individualisation of learning (individualized learning to personal needs). Theme 3: areas of enhancement (user experience; feedback; collaborative learning) Kunaviktikul et al [ 69 ] To further elucidate the understanding on full online learning during COVID-19 and validate the perception using Photovoice Southeast Asia (Indonesia, Malaysia, Philippines, Thailand, Vietnam, Hong Kong) 52 nursing students and 28 nursing faculties Photovoice Thematic Full online learning Three themes with nine sub-themes were extracted: (1) Psychological roadblocks to online education (motivation and concentration; fear in time of pandemic); (2) developing resilience despite adversities (courage and a sense of duty tied to profession; camaraderie and strong positive relationships); and (3) online education: what worked and what did not (continuity of learning; work-study-life balance; interaction and engagement; personal and professional growth; the duality of technology) Liaw et al [ 70 ] To unravel the experience of users on interprofessional simulation in 3DVW Singapore 30 healthcare students (i.e., medicine, nursing, occupational therapy, physiotherapy, pharmacy, social work) and 12 facilitators Focus group discussion Thematic Interprofessional virtual reality simulation Four themes emerged: (i) the “wow experience”, (ii) authentic experience on collaborative care, (iii) ease of learning, and (iv) preeminent role of the facilitator Nadarajan et al [ 71 ] To evaluate the feasibility of telesimulation for emergency medicine clerkship Singapore 42 final year medical students Open-ended questions survey Thematic Telesimulation Four themes were developed: (i) Fidelity-physical, psychological and conceptual; (ii) realism; (iii) engagement; (iv) outcomes-knowledge, skills, and attitudes Roslan and Halim [ 72 ] To investigate the students’ readiness on online learning at home due to the COVID-19 pandemic Malaysia 15 medical students In-depth Interview Explanatory Full online learning The students’ experience on online learning has several themes developed: (i) benefits of online lea...…”

Section: Resultsmentioning

confidence: 99%

“…The majority of past studies investigated the e-learning technologies for general purposes, either as a complementary method (substituting selected parts of teaching and learning activities with online learning or blended learning) or as the main method (full online learning) [ 52 – 54 , 60 , 62 , 64 , 65 , 67 , 69 , 72 ]. A small number of advanced technologies were available, such as virtual reality [ 59 , 63 , 68 , 70 ] and telesimulation [ 71 ].…”

Section: Resultsmentioning

confidence: 99%

“…However, the COVID-19 studies explored the learners’ experiences on how technology becomes a part of daily life, focusing on life experiences rather than on technology. It can be summarized where the pre-COVID studies observed consumer and design studies on the use of technology [ 54 – 66 ], except for some [ 52 , 53 ], whereas COVID-19 studies observed life experience as learners utilizing technology in learning [ 67 , 69 , 71 , 72 , 74 ], except for some [ 68 , 70 , 73 ]. Studies focusing on the technology and product emphasized their advantages and were optimistically reported, whereas studies on life experience paid more attention to reporting on the challenges and limitations in learning.…”

Section: Resultsmentioning

confidence: 99%

“…The good one will be the shorter class because students can only focus for 30 to 45 min and we need short break after that. Lecturers can split the heavy topics into several sessions.” (First-order construct, Kunaviktikul et al [ 69 ]) Reduce trend of generational divide but economic factor playing a role on technological gap “The main reason [preferring traditional learning] is that from undergraduate level, our learning had always been face-to-face. That’s how we learnt.…”

Section: Resultsmentioning

confidence: 99%

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A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

et al. 2022

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Healthcare education providers are eager to apply technologies in teaching and learning activities; however, students are the consumers in higher education, and their opinion and experience should be considered. We performed a meta-synthesis of qualitative studies to help inform our understanding of Southeast Asian healthcare students’ perceptions and experience of technology-based teaching and learning in their education. Our search strategy located 1599 articles from a dozen electronic research databases. Articles were analyzed for quality using the Hawker’s Evidence Appraisal Tool, and 23 qualitative studies were included in the final meta-synthesis. Technologies investigated largely involved online or blended learning, with fewer exploring virtual reality, simulations, telehealth, game-based learning, and videos. Three overarching themes were synthesized: (i) culture does matter in the implementation of technology-based learning; (ii) the values and limitations of technology used for learning; and (iii) technology is part of daily life and creates new challenges in education. Technology is an asset to enhance the learning experience, but educators must be aware of its limitations. Pre-coronavirus disease 2019 (COVID-19) studies were more focused on technology and product, and were optimistically reported, whereas COVID-19–spanning studies focused on life experience and paid more attention to reporting on the inherent challenges. The educational approaches, theories, cultural aspects, and availability of facilities all play a vital role in steering successful technology use in learning.

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Section: Resultsmentioning

confidence: 99%